Date of Award/Publication

4-2010

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

First Supervisor

Diane Barrett

Second Supervisor

Bernard Ricca

Abstract

Using interactive white boards in the classroom has been determined as one of the means in which an increase in student achievement and motivation. This study aimed to investigate the relationship between the integration of interactive white boards and student achievement in different content areas. Six high school level classrooms with varying content areas and their use of interactive white board technology were utilized in this study. Information on individual student motivation compared among different classrooms, both with and without interactive whiteboards, qualitative survey responses from instructors' and students' views, as well as looking at different student assessments compared to those in a classroom with and without interactive whiteboards. An analysis of the data displayed a correlation between the improvement of both student motivation and achievement when a student participated in a highly interactive class utilizing an interactive white board. Students in the classroom that utilized the technology in an interactive way performed higher academically and demonstrated more favorable views of their content areas and the interactive white board.

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